學校組織變革弔詭管理之研究

The Research of Paradoxical Management of the Change of the School Organization--An Analytical Case Study in a Junior High School

梁家雍(Chia-yung Liang)

指導教授 ： 黃乃熒

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2003年)

摘要

本研究旨在探討學校組織變革的弔詭現象，並從中了解學校組織變革弔詭的管理導向及其影響，找出學校組織變革弔詭的管理途徑。最後歸納研究發現，做成結論並提供建議，作為學校組織變革之參考。在本研究中，學校組織變革弔詭管理是指對學校組織變革過程中所產生的弔詭現象加以適當的管理，透過矛盾、對立的對抗，探索解決學校組織變革問題的智慧，創造學校組織變革的新契機，增進學校組織變革領導者的決策與反省能力。為達上述研究目的，本研究主要採用質的研究法，選取一所國民中學，以深度訪談及文件蒐集等方法進行個案研究。綜合文獻探討及資料的分析與討論，以及從中所獲得的反省與啟示中，歸納出本研究的結論如下：
一、學校組織變革弔詭現象之存在，顯示管理變革之過程與變革之內容同樣重要。
二、學校組織變革弔詭現象的產生，與個人的知覺不同有關。
三、個人所持的價值觀指引學校組織變革弔詭之管理行動。
四、「非此即彼」之弔詭管理導向，較不利於學校組織變革。
五、「兩者兼顧」之弔詭管理導向，較有利於學校組織變革。
六、「兩者兼顧」之學校組織變革弔詭管理導向，未獲廣泛重視。
七、「兩者兼顧」之學校組織變革弔詭管理的運用，主要受時間因素的限制。
八、學校組織變革之弔詭管理，旨在培養判斷力，適時使用恰當的方式。
九、學校組織變革弔詭之管理，應重視與他人關係的建立。
根據上述結論，提出下列建議：
一、對學校行政領導者（校長、行政人員）的共同建議
（一） 應對學校組織變革之弔詭現象進行適當的管理
1. 學校組織變革應兼顧穩定與發展。
2. 學校組織變革應兼顧成員能力的激發與成員能力的負荷。
3. 學校組織變革應兼顧成員的自主性與一致性。
4. 學校組織變革應謹慎的處理變革的抗拒問題。
（二） 處理價值觀的問題
1. 應建立組織的核心價值觀。
2. 給予組織成員長期的監督與教導。
（三） 培養情境的判斷能力。
二、對學校成員（校長、行政人員、教師）的共同建議
（一）意識到不同的典範：
1. 加強自我的反省力。
2. 加強對人性本質的理解。
3. 培養對他人知覺的察知能力。
4. 學習從反面看問題。
（二）避免受制於「非此即彼」的思考模式，重視「兩者兼顧」的思考模式：
1. 主動察覺事物的潛在性。
2. 重視差異的協調。
3. 以自我詮釋及相互詮釋的方式尋求動態平衡與互補關係的管理。
4. 努力尋求調和的第三者。
（三）培養情緒管理的能力：
1. 培養自我情緒的管理能力。
2. 培養管理他人情緒的能力-人際關係技能。
三、對後續研究的建議
（一）採取不同的研究方法。
（二）擴大研究的範圍。
（三）改變研究的主題。

關鍵字

組織變革 ； 弔詭 ； 弔詭管理

並列摘要

This research is for the purpose of studying the change paradox about the school organization, and searching for the management by realizing the guide- lines on the change paradox and its influences. According to the conclusions generalized from the research, suggestion can be provided as the reference made to the change of the school organization. In this research, the management of the school change paradox refers to have the ability to manage the change paradox, the opportunity to reform the school’s organization, and the capability to improve for the administrators. Quantitative methodology is mainly adopted in this research. Case study is started with interviews and collecting document in a junior high school. Conclusions, generalized from studying the references and analysis of the data, are as follows:
I. Existence of the paradox shows the processes of the management to the change are as important as the change itself.
II. Occurrence of the paradox gets involved with individual’s awareness.
III. The management of the change paradox is guided on the values the individual holds.
IV. The management paradox of“ either this or that” is less advantageous to the change of the school organization.
V. The management paradox of “ both this and that”is more advantageous to the change of the school organization.
VI. The management paradox of “ both this and that” is not highly regarded generally.
VII. The application of the management paradox“ both this and that”is limited with time .
VIII. The management to the change paradox means using the right ways at the right time under the good ability to judge.
IX. The management to the change paradox means paying more attention to the relationship with other people .
Suggestions are provided as follows according to the conclusions mentioned above:
I. Suggestions to the leadership of the administration (the principal and the administration)
A. The management to the change paradox should be adopted properly.
1. The change of the school organization should be going steadily.
2. The change of the school organization should improve the school members’ability under the consideration about their breaking point.
3. The school members’autonomy and coidentity should be considered as important as the change of the school organization.
4. The problems caused from resisting the change of the organization should be resolved very carefully.
B. The problems about the values should be resolved.
1. The main values of the organization should be built.
2. The school members should be taught and under the supervision constantly.
C. The ability to judge the environment should be improved.
II. Suggestions to the school members (the principal, the administration, and the teachers)
A. Be aware of various kinds of paragons.
1. Improve the introspection ability to oneself.
2. Intensify the understanding to human nature.
3. Establish the awareness to others’ consciousness.
4. Try to explore the problem from the other side.
B. More regard must be paid to the way of thinking about “both this and that”than “either this or that”.
1. Be aware of the possibility.
2. Put emphasis on the coherence of differences.
3. Search for the way to manage the relationship of balance and complementarity by understanding oneself and each other.
4. Try hard to find the other one as the bridge-builder.
C. Establish the ability to manage the emotion.
1. Establish the ability to manage one’s own emotion.
2. Establish the ability to manage other one’s emotion, the skill of building relationships with others.
III. Suggestions to the later research
A. Adopt various methodology.
B. Enlarge the fields for research.
C. Change the theme of the research.

並列關鍵字

organizational change ； paradox ； paradoxical management

參考文獻

黃乃熒（2001b）。學校行政瘋狂行為實際之探究：以國中教評會為例。教育研究集刊，47，215-251。

張明輝（1997）。學校組織的變革及其因應策略。教育研究集刊，38，2-21。

Leithwood, K. A.（1992）. The move toward transformational leadership. Educitional Leadership,49（5）,8-12.

黃乃熒（2001a）。從學校組織權力弔詭管理觀點建構學校組織變革模式。師大學報：教育類，46（2），45-64。台北：師大書苑。

黃乃熒（2001c）。教育決策權力的正當性：決策倫理及其典範的討論。師大學報：教育類，46（1），1-19。台北：師大書苑。